APUSH Learning Objectives

Unit 1: Learning Objective B: Explain how and why various native populations in the period before European contact interacted with the natural environment in North America.

• Before Europeans arrived, Native Americans organized themselves in diverse cultures depending on where they lived.

• Central and South America

  • Aztec: Capital city tenochtitlan, written language.

  • Maya: complex irrigation and water storage, large cities, temples.

  • Inca: Andes Mountains, large empire, Peru, cultivation of fertile mountain valleys.

  • All cultivated maize, which supported economic development, formation of societies, etc.

• North America:

  • Pueblo: New Mexico, farmers of maize, built homes with it, highly organized.

  • Great plains/great basins: nomadic.

  • Pacific NW: relied on sea and fishing villages.

  • Mississippi river valleys; Larger and more complex, led by chiefs, Cahokia. Iroquois, grew crops such as beans

Unit 1: Learning Objective C: Explain the causes of exploration and conquest of the New World by various European nations.

• Population increase

• Political unification

• Desire for luxury goods

  • Wanted to find a water based trade route.

  • Portugal established dominance over Atlantic trade with caravels, navigation technology, etc.

• Spanish monarchs Isabelle and Ferdinand got into the business as well, also wanting to spread Christianity

  • Columbus’s voyage 1492. Began the Columbian Exchange.

Unit 1: Learning Objective D: Explain causes of the Columbian Exchange and its effect on Europe and the Americas during the period after 1492.

• Transfer of food, animals, people, and diseases, between Europe, the Americas, and Africa.

• Effect on Americas:

  • Spread of smallpox and other diseases weakening native populations.

  • Plants, especially grain.

  • Introduction of animals such as horses, pigs, etc.

  • Native exploitation for resources such as gold.

  • Slave labor introduced to the Americas (sugar plantations in the Caribbean). Middle passage.

  • Spanish conquerors took down the South American civilizations. Helped by the weakening of Americans by smallpox.

• Effect on Europe:

  • Introduction of New World plants (sugar, tomatoes, potatoes, tobacco) became luxury goods for Europeans, along with gold.

  • Gold and silver made conquistadors extremely wealthy.

  • Influx of wealth helped usher in European capitalism

  • Mercantilism: one country serves another economically.

Unit 1: Learning Objective E: Explain how the growth of the Spanish Empire in North America shaped the development of social and economic structures over time.

• Encomienda System: Created a system in Spanish colonies where Native Americans were forced to work in mining for gold for the Spanish and were also made to convert to Christianity. If they converted, they would receive protection of the crown, and if they did not, they would be enslaved.

• Natives would escape and would die from disease, so they were replaced with African slavery.

• Used the bible to justify African slavery.

• Spanish caste system: Spanish born at the top, with Africans and natives at the bottom. Shaped future social structures in North American colonies

Unit 1: Learning Objective F: Explain how and why European and Native American perspectives of others developed and changed in the period.

• European perspective of natives:

  • Did not respect their culture. Viewed it as barbaric and thought they either needed to be converted, or deserved to be subjugated for not being Christian.

  • Mission system: sent missionaries to convert natives.

  • Natives did not view land as a commodity.

  • Viewed them as useless since they were not a good source of enslaved labor compared to Africans.

  • Arranged marriages for access to fur trade.

• Native perspective on Americans:

  • They were tired of having their culture suppressed and wanted to fight back against colonization

  • Pueblo Revolt (Pope’s Rebellion): Led by Pope. Pueblo Became Christian, but retained some native practices, until the Spanish tried to fight this. Successful revolt of natives against the Spanish colonizers and Encomienda system. Temporarily ended Spanish colonization.

  • Hegemony: dominance of one country over another.

  • Adopted metal tools, horses, and guns.

Unit 2: Learning Objective B Explain how and why various European colonies developed and expanded from 1607 to 1754.

• French & Dutch: Fur trade, profit, friendly with natives and built relationships with them

• English: Joint stock companies, profit, Jamestown, Tobacco. Plymouth: religious freedom for Puritans,

• Spanish: Encomienda system, South America, spreading Christianity

Unit 2: Learning Objective C Explain how and why environmental and other factors shaped the development and expansion of various British colonies that developed and expanded from 1607 to 1754.

• New England: Plymouth was the first colony, created for religious freedom.

• Middle Colonies

• Southern Colonies

Unit 2: Learning Objective D Explain causes and effects of transatlantic trade over time.

Unit 2: Learning Objective E Explain how and why interactions between various European nations and American Indians changed over time

Unit 2: Learning Objective F Explain the causes and effects of slavery in the various British colonial regions.

Unit 2: Learning Objective G Explain how enslaved people responded to slavery.

Unit 2: Learning Objective H Explain how and why the movement of a variety of people and ideas across the Atlantic contributed to the development of American culture over time

Unit 2: Learning Objective I Explain how and why the different goals and interests of European leaders and colonists affected how they viewed themselves and their relationship with Britain.

Unit 2: Learning Objective I Explain how and why the different goals and interests of European leaders and colonists affected how they viewed themselves and their relationship with Britain.

Explain the causes and effects of the Seven Years' War (the French and Indian War).

• Causes: 7 years war,

  • British encroaching into Ohio River Valley, Washington attacking Fort Duquesne, French taking it back

  • Territorial disputes between Ohio river valley

• Effects:

  • Albany Congress discussed colonial unification. Albany plan of Union; laid the foundation for the US.

  • Indians tried to get involved in the conflict to keep control of their land

  • British impressment and quartering soldiers

  • Spain ceded Florida to the English

  • French ousted from North America, Spanish given control of French lands

  • Ohio River valley territory granted to British

  • American colonists tried pushing westward, causing Pontiac’s rebellion. The British established Proclamation line of 1763. Added to colonial resentment because they helped win the war.

  • Raised taxes on American colonists added to colonial resentment.

• Conflict between the British and the French+Natives

Explain how British colonial policies regarding North America led to the Revolutionary War.

• Salutary neglect left decisions to colonists. Navigation acts were often broken by the colonists without enforcements, making Colonists expect independence

• F+I war debt ended the acts. Greenville’s plan

  • Stricter enforcement of current laws

  • Extend wartime provisions into peacetime

  • Quartering Act of 1765- kept British soldiers in the colonies and forced colonists to house soldiers.

  • Sugar Act: taxed luxury items

  • Stamp Act: taxed paper items

  • Currency Act: prohibited colonists from printing their own paper currency, taking away money supply while taxes were getting higher.

• No taxation without representation

• Social Contract Theory; Enlightenment

• British believed in virtual representation

• Sons of liberty, daughters of liberty, vox populi, Stamp Act Congress petitioned repeal for the Stamp Act, but acknowledged loyalty to the Kings. Parliament repealed stamp act

• Declaratory Act: British congress allowed to pass any laws they want in colonies.

• Townshend act: Tax on British imported goods

  • United colonists, especially women,

• Boston Massacre

• Boston Tea Party reaction to Tea Act (only British tea allowed)

  • Led to coercive acts (intolerable acts)

  • Colonists began arming themselves.

Explain how and why colonial attitudes about government and the individual changed in the years leading up to the American Revolution.

• At first continental congress (1774) colonists wanted to resist, but wanted to stay peaceful, but the king refused to negotiate.

• John Locke: government derived from consent of the governed. Human beings are endowed with natural rights. Self-rule with elected representatives.

  • People agree to a social contract with the government.

  • Republican government with 3 branches.

• Americans saw themselves as people who deserved liberty.

• Common sense by Thomas Paine. Used common language and biblical allusions to spread enlightenment thought to colonists. Extremely popular. Changed sentiment.

• Continental Congress 1776 made the declaration of independence.

Explain how various factors contributed to the American victory in the Revolution.

• French Aid-

  • Saratoga

  • Benjamin Franklin

  • Won at Yorktown.

  • Treaty of Paris recognized America as a sovereign nation.

• George Washington-

  • Decided to tire out the British.

  • Integrated colonial ranks

  • Battle of Saratoga (1777) turning point for French Aid.

• More motivation to fight

• Knew the territory

• Loyalists were very common- obstacle for winning, joined british ranks

• Army not united, colonists not trained.

Explain the various ways the American Revolution affected society.

• People showed growing concern over slavery due to enlightened ideals.

  • North abolished slavery and abolished slave trade (international)

• Opening of state and national governments to democratic influence, abolished titles of nobility.

• Women helped greatly with the war. Republican motherhood led to some women’s education.

• Inspired the French Revolution and Haitian Revolution.

  • Haitian revolution was the first successful revolution of enslaved people

Describe the global impact of the American Revolution.

• Inspired the French Revolution and Haitian Revolution.

  • Haitian revolution was the first successful revolution of enslaved people

Explain how different forms of government developed and changed as a result of the Revolutionary Period.

• Articles of Confederation were weak for overcompensation of central rule of the British. It placed most sovereign power in state legislature.

  • No executive or judicial branch

  • States had veto power and 9/13 states had to agree to changes

  • Success: Northwest Ordinance 1777. Banned slavery in NW. Provided an orderly means for states to apply for statehood.

  • Shay’s rebellion: rebellion of Mass farmers that could not be put down. Showed weakness of the Articles.

Explain the differing ideological positions on the structure and function of the federal government.

• Constitutional Convention 1787. Decided to rewrite the articles

• Virginia plan: Strong central state, bicameral legislature, representation based on population. Big States

• New Jersey Plan: Unicameral legislature, representation equal across states. Small States

• Great Compromise: House of representatives based on population and senate with equal representation (2 votes).

• South wanted slaves to be counted as representation, north didn’t. Extremely divisive.

  • 3/5ths compromise counted 3/5ths of slaves for representation. Took slavery off the table for discussion until 1808.

• House of reps

  • Elected directly by the people

  • Two year terms

• Senate

  • Elected by state legislatures

  • 6 year terms

• Executive Branch

  • Electoral college (states)

  • Elections every 4 years

  • Elections of the president should be removed from the hands of the people

• Federalists– for ratification

  • Urban and commercial

  • Federalist papers

  • Granted a Bill of Rights which got ratification

• Antifederalists- against ratification

  • Wanted a Bill of Rights

Explain the continuities and changes in the structure and functions of the government with the ratification of the Constitution.

• Federalism: The sharing of power between the national and state governments.

  • Supremacy clause: national law trumps state laws, applies to some laws (power to declare war)

  • 10th amendment: powers not delegated to the federal gov are reserved for states.

• Separation of powers– legislative, judicial, executive

  • Checks and balances

Explain how and why competition intensified conflicts among peoples and nations from 1754 to 1800.

• Washington established a cabinet.

• Hamilton– national bank assumes state debts into national and unifies the states and makes them reliant on the federal government

  • States without debt were against the national bank because they thought it wasn’t authorized by the Constitution. Necessary and proper (elastic) clause said the government could take actions that were necessary and proper for the country. Invoked to authorize the national bank.

• The French revolution caused debate over if the U.S should aid France.

  • Proclamation of Neutrality (1793).

• British continued impressing American ships.

  • Jay’s Treaty: British agreed to give up their posts in American territory.

• Pinckney’s Treaty: Treaty with Spain. Americans could use the port at New Orleans. The Southern border would fall along the 31st parallel.

• 1794- Battle of Fallen Timbers led to Native surrender of all lands in the Ohio Valley.

• Whiskey Rebellion 1794: rebellion of Western Pennsylvania farmers against the excise tax on whiskey. Washington was able to raise an army to put the rebellion down. Showed the strength of the Constitution.

Explain how and why political ideas, institutions, and party systems developed and changed in the new republic.

• Federalists

  • Led by Hamilton

  • Strong central government

  • Urban and elite interests

• Democratic Republicans

  • Led by Jefferson

  • Weak central government and states’ rights

  • Agricultural and rural interests

• Washington’s farewell address

  • Warned against factions

  • Against permanent entangling alliances (roots of isolationism)

• John Adams was the next president (federalist; pro british)

  • XYZ Affair: caused outrage in both parties,

  • Alien Acts: government could deport any non citizen (aimed at Scottish and Irish)

  • Sedition Acts: Made it illegal to speak out against the government

  • Virginia & Kentucky resolutions: said that the states could nullify any laws passed by the federal government if it was overreaching

• Jefferson won the election of 1800.

Explain the continuities and changes in American culture from 1754 to 1800.

• Republican Motherhood: women responsible for teaching their sons political values. This meant women needed to be educated, expanding womens’ education.

  • Black and Native women did not have these rights

• Artists depicted historical events with enlightenment ideals behind them.

  • Added to patriotism

• Classical revival architecture

• Poor Richard’s Almanac–Ben Franklin: very popular; shaped American identity as hard working.

• Separation between church and state– shaped American identity.

Explain how and why migration and immigration to and within North America caused competition and conflict over time.

Explain continuities and changes in regional attitudes about slavery as it expanded from 1754 to 1800.

• Democratic Republicans were pro slavery

• Federalists were antislavery

• Northwest ordinance banned slavery in the northwest territories.

• African Americans were the largest minority population (500,000) in the US, and 5,000 of them fought for the Patriots

• They understand that the new nation is a chance to secure new freedoms

• Anti-Slavery societies pop up, most indentured servants are freed, northern states start gradual emancipation

• Free African Americans are not allowed to vote, own land, be educated, and have difficulty getting jobs

• If slaves were educated, they would be more likely to challenge the life that they were born into

• Promises are delayed- Congress sees preserving and building the union as more important than the issue of slavery.

Explain how and why the American independence movement affected society from 1754 to 1800.

B (Topic 4.2) - Explain the causes and effects of policy debates in the early republic.

• Federalists

• Democratic Republicans

• Revolution of 1800- Jefferson was elected as the first DR president. Peaceful transition of power of rival parties.

• DRs abolished the excise tax on whiskey and minimized the military and federal jobs

• LA Purchase: U.S bought LA territory from France for $15 million. Jefferson felt bad because he was a strict constructionist, but justified it because it gave the U.S opportunities to push natives westwards and Europe out of America.

• Lewis and Clark: explored LA territory. Led to better mapping and knowledge of the region and diplomatic relationships with natives.

• John Marshall– Marbury vs Madison: said that the SC had the power to deem laws unconstitutional (judicial review).

  • McCulloh v Maryland said national laws trump state laws when the two contradict

• Conflict with barbary pirates

• War of 1812: caused by British impressment and British arming of Native Americans.

  • War Hawks were eager for war with Britain.

  • Hartford Convention: Federalists threatened to secede from the Union because of the War of 1812. This ended the Federalist party for good.

• Era of Good Feelings: era of patriotism during the presidency of James Monroe after the War of 1812.

C (Topic 4.3) - Explain how different regional interests affected debates about the role of the federal government in the early republic.

• War of 1812 showed the need for a national bank and strong infrastructure

• Henry Clay’s American system

  • Federally funded internal improvements

  • Federal tariffs protect manufacturers

  • 2nd Bank of U.S

  • Madison and Monroe were against it.

• Americans increasingly settled in the frontier.

• MO Compromise:

  • MO admitted as a slave state

  • Maine admitted as a free state

  • 36-30 line was the boundary for slave and free states

  • Kept the balance between N & S. Successful compromise.

  • Tallmadge Amendment: proposed to prohibit slavery in Missouri after 25 years. Caused division between N & S.

D (Topic 4.4) - Explain how and why American foreign policy developed and expanded over time.

• 1814 Treaty of Ghent ended the War of 1812 but left disputes unclear.

  • Oregon Treaty negotiated the border between U.S and Canada along the 49th parallel. Also established joint US-British occupation of the Oregon Territory for the next ten years.

• Adams-Onis Treaty: Spain sold France to the U.S. Cause of the Monroe Doctrine

• Monroe Doctrine (1823): Told Europe to stay out of the Western hemisphere.

• Increased trade with South America led to increased demand for goods which was a cause of the Market Revolution.

E (Topic 4.5) - Explain the causes and effects of the innovations in technology, agriculture, and commerce over time.

• Market Revolution: The linking of northern industries with western and southern farms which was created by advances in agriculture, industry, and transportation.

  • Changed America from agrarian to capitalist

• Transportation Revolution: National road (cumberland road) connected Maryland to Illinois. Showed states taking initiative for federal improvements

• Erie Canal NY- linked western farms to manufacturers. Showed what free labor could accomplish. Increased division between north and south.

• Railroads replaced canals by the 1820s. Helped by government subsidies and land grants.

• Patent laws

• Eli Whitney interchangeable parts helped usher in factory system and mass production.

• Cotton gin helped transform southern agriculture because cotton could be produced much more easily. The cotton was transported to northern factories who made products from it. Linked American farms to Northern and European industries.

• Change from subsistence to commercial farming (cash crops).

F (Topic 4.6) - Explain how and why innovation in technology, agriculture, and commerce affected various segments of American society over time.

• Migration: Irish (potato famine) and German (crop failures/political instability) settled in northern port cities and provided cheap labor for growing factories

  • Expanded northern industry and brought their culture

  • Some developed west

• Nativists flourished (Know nothings)

• The Middle Class developed in the north.

  • Temperance

  • Protestantism

  • Spending money

• Cult of domesticity: said a woman's purpose was in the domestic sphere while the men worked in factories. Separated the genders.

• Lowell factory: NE farm girls who worked in factories.

G (Topic 4.7) - Explain the causes and effects of the expansion of participatory democracy from 1800- 1848.

• Democratic republicans split into factions

• National republicans: expansive view of federal power, loose construction

• Democrats: limited federal power, strict construction.

• Panic of 1819 happened when state banks closed. Laboring men wanted to hold politicians accountable for the panic and demanded suffrage.

• Election 1824: JQA, Henry Clay, Andrew Jackson, William Crawford

• Corrupt Bargain: JQA was elected president and made Clay secretary of state, and outraged Democratic republicans.

H (Topic 4.8) - Explain the causes and effects of continuing policy debates about the role of the federal government from 1800-1848.

• Democrats

  • Limited power of federal government

  • Free trade

  • Local rule

  • Against: corporate monopolies, high tariffs, national bank

• Whigs

  • Vigorous and involved central government

  • National bank

  • Protective tariffs

  • Federally funded internal improvements (pro American system)

• Parties debated the role of federal power

• Tariffs: Tariff of 1828 (Tariff of abominations) raised duties on import by 35%, hurting southerners. The south felt that it was being oppressed by the federal government.

  • John C Calhoun and others in South Carolina tried to nullify the tariff if they found it unconstitutional

  • Nullification Crisis: fight between Jackson and SC when they tried to nullify the tariff of 1828.

  • Force Bill (1833): Jackson said he could use force if he needed to to enforce the tariff.

  • SC submitted to federal authority

  • Executive power.

• Second National Bank expired, and Andrew Jackson did not want it to be renewed because he thought it was unconstitutional.

  • The Bank War was his war with the national bank, which he vetoed when Clay tried to renew it. He put money into pet banks which supported him politically.

  • Expanding executive power.

• Internal improvements; whigs supported, DRs against.

• Indian Removal Act (1830): Cherokee nation was a sovereign nation in GA, but when gold was discovered in GA, people tried to push them out. The SC supported the Indians in Worcester v Georgia, but Jackson passed the Indian Removal Act anyway, again expanding federal power. A small group of unauthorized Cherokees signed the Treaty of Echota, agreeing to sell their land.

• Trail of Tears: long difficult journey taken by Cherokee Indians to the Oklahoma territory under threat of military force. One instance of federal mistreatment of Indians.

I (Topic 4.9) - Explain how and why a new national culture developed from 1800-1848.

• Transcendentalism: Walden Henry David Thoreau. Influenced by the frontier and nature. Ralph Waldo Emerson.

• Romanticism: emphasized feeling. Change from enlightenment

  • Greek and Roman revival architecture

• Hudson River School: Style of painting that emerged from 1800-1848 which depicted nature and frontier landscapes. Included hints of humanity encroaching on the landscape.

• Washington Irving: Rip Van Winkle and the Legend of Sleepy Hollow made the American landscape into fantasy.

• Webster: Created dictionary and textbooks that spread through schools and standardized American English.

• Utopian Communities: Mormons moved to Utah.

J (Topic 4.10) - Explain the causes of the Second Great Awakening.

• Universal white male suffrage made ordinary citizens want to participate in religion as well as democracy.

  • Camp meetings were egalitarian

• Transportation revolution allowed for quicker travel between states for traveling preachers and camp meetings.

• Similar to how the market revolution told people that economic prosperity was in their hands, the 2nd Great Awakening told people that salvation was in their hands.

• Romanticism channeled an emotional reality, influencing the emotional style of preaching.

  • Preaching was moral in nature

Second Great Awakening: a series of religious revivals among Protestant Christians that emphasized righteous living, personal restraint, and a strong moral rectitude that would lead a person and society to salvation.

K (Topic 4.11) - Explain how and why various reform movements developed and expanded from 1800-1848.

• Women’s suffrage

  • Seneca Falls Convention- invoked the Declaration of Independence to demand suffrage for women (Declaration of Sentiments). Unsuccessful in its demands. Elizabeth Cady Stanton and Lucretia Mott.

  • Influenced by egalitarianism in religion with the 2nd Great Awakening. Women wanted to participate in politics as well.

  • Coincided with abolition.

• Temperance

  • Alcohol was seen as “demon liquor” turning people immoral and unholy, especially men.

  • Led by women and influenced by the Cult of Domesticity

  • Anti immigrant (immigrants brought in liquor)

  • American Temperance Society (1826) targeted working class men.

  • Roots of prohibition in 1920s.

• Abolitionism

  • Influenced by 2nd Great Awakening preaching morality and that everyone can be saved through good works.

  • Also influenced by the egalitarian nature of cap meetings which included slaves.

  • Some were more extreme than others.

  • The Liberator William Lloyd Garrison argued that whites needed to take a moral stand against slavery.

  • The American Anti-Slavery Society spread.

  • Frederick Douglas The Narrative of the Life of Fredrick Douglas emphasized the dehumanization of not only slaves but also slave holders.

• Religious reform

  • Mormons led by Joseph Smith and Brigham Young went to Utah to practice freely.

• All reform movements were strongly influenced by the Market Revolution and 2nd Great Awakening. They also had strong female participation.

L (Topic 4.12) - Explain the continuities and changes in the experience of African Americans from 1800- 1848.

• Lacked political and social freedoms

• Slavery still existed

• Maintained some of their culture

• The Haitian Revolution caused strict enforcement of slave codes in the U.S.

• Nat Turner’s Rebellion: Virginia Slave Nat Turner claimed to have a vision from God telling him to lead his people to freedom. He led a slave revolt that killed 57 white people in the area. This was ultimately unsuccessful as he and his followers were hanged, and slave codes were enforced even more strictly from then on for fear of more rebellions.

• Amistad: Spanish slave ship dramatically seized off the coast of Cuba by the enslaved Africans aboard. The ship was driven ashore in Long Island and the slaves were put on trial. Former president John Quincy Adams argued their case before the Supreme Court, securing their eventual release

  • Example of slave rebellion in the U.S

• Lives of slaves became more difficult. Freeing slaves, education of slaves, and marriage of enslaved people, became illegal in most southern states. Slaves were seen more as farm animals than people, so the South justified it saying they were better off being enslaved.

M (Topic 4.13) - Explain how geographic and environmental factors shaped the development of the South from 1800-1848.

• The majority of the south did not own slaves. They believed in slavery but also saw how the system disadvantaged them. Some western farmers even wanted to abolish slavery, but the planter aristocracy controlled all of the legislation.

• States with slave populations had a large political influence due to the 3/5ths compromise

• Planters consolidated power

  • Made loans to those in need

  • Hired poor whites for work

  • Used resources to transport yeoman crops to markets

  • They made white society dependent on the planter aristocracy and slavery.

• White supremacy united all white southerners in support of slavery.

• Peculiar institution justified slavery as a positive good. Justified slavery on moral grounds.

N (Topic 4.14) - Explain the extent to which politics, economics, and foreign policy promoted the development of American Identity from 1800-1848.

Unit 5: Learning Objective B Explain the causes and effects of westward expansion from 1844 to 1877.

Causes

• Slavery, with the MO compromise, could not spread North, so it needed to spread West. Slaveowners needed new land to keep growing cash crops.

• The cotton gin lead to an increased demand for cotton

• Manifest Destiny: Americans had a God given right to spread from sea to sea

  • James K Polk (elected in 1844) ran on the platform of annexing Texas and felt obligated to do it when he was elected. Texas, Oregon

• California Gold Rush (1848-1849):

• Oregon Fever: The British and Americans had competing claims to the Oregon territory. James K. Polk promised to annex Texas, California, and Oregon.

• Mostly middle class

• Texas: Mexico wanted Texans to be Catholic and abolish slavery, but Texans ignored these laws. Sam Houston led a rebellion against the Mexicans. Texas claimed its independence, but Mexico didn’t recognize it. Jackson and Van Buren said no to annexation for fear of war with Mexico. John Tyler also could not annex it.

Effects

• Debates over the spread of slavery into new territory

• Slave states sought to expand into Cuba.

• Conflict with Mexico in California and Texas

Unit 5: Learning Objective C Explain the causes and effects of the Mexican– American War.

• Mexico refused to recognize Texan independence, but Texas tried to be annexed by the U.S.

• James K Polk tried to annex Texas.

• Mexico thought the Texan border was the Nuecez, but the U.S thought it was the Rio Grande.

• Polk sent Zachary Taylor with troops to the disputed territory. 11 Americans were killed in the confrontation.

• This caused the MA War. It was an easy win for the U.S

• Treaty of Guadalupe Hidalgo (1868):

  • Made the Rio Grande the Texas Border

  • Mexican Cession of CA and NM

  • Gadsden purchase added American land to the Union

• Wilmot Proviso: proposed to abolish slavery in Mexican cession territory. Although it was unsuccessful, it highlighted the growing tension over the slavery question in regards to westward expansion.

• Free Soilers wanted newly acquired land to be free soil. More for economic reasons.

• Mexicans in the territory were granted U.S citizenship, but Indians were not. Both groups faced an assault on their civil rights.

Unit 5: Learning Objective D Explain the similarities and differences in how regional attitudes affected federal policy in the period after the Mexican–American War.

• Compromise of 1850

  • California admitted as a free state

  • Mexican Cession divided into Utah and New Mexico which would practice popular sovereignty.

  • Stronger Fugitive Slave Law in the North. Northerners resented the law greatly.

  • Slave Trade banned in DC.

  • Congressional balance between slave and free states was the only thing preventing anti-slavery laws. This threw off the balance and increased tension. This could’ve led to abolition

  • Wilmot Proviso proposed to abolish slavery in the Mexican Cession territories. Only narrowly defeated in Congress.

  • The compromise increased division between the North and South. Led to Southern threats of secession. It calmed tensions slightly, but led to greater tensions in the long run.

• Kansas-Nebraska Act

  • Popular Sovereignty in Kansas

  • Led to division in Bleeding Kansas

  • Cause of John Brown’s raid?

• Southern Position

  • Slavery was a constitutional right (right to property=slaves)

  • Slavery had been decided in the MO Compromise (1820)

  • Southerners wanted to draw the MO Comp line into the expanded West.

  • Any attempt to curtail slavery was a step towards abolition

• Free Soil Movement

  • Composed of Northern Democrats and Whigs

  • Wanted new territories to be the dominion of free laborers.

  • NOT abolitionists. Did not view slavery as a moral evil.

• Abolitionists

  • Viewed slavery as morally wrong

  • Wanted abolition where it already existed and in all future territories.

• Popular Sovereignty

  • Each territory should decide the slavery question for themselves.

  • Cause of conflict.

• Compromise was proving impossible.

Unit 5: Learning Objective E Explain the effects of immigration from various parts of the world on American culture from 1844 to 1877.

• Irish and German immigrants

• Chinese Immigrants with the Gold Rush

• Know-Nothing Party

  • Nativist party formed with the goal of limiting the cultural and political influence of immigrants.

  • White, anti-catholic

Unit 5: Learning Objective F Explain how regional differences related to slavery caused tension in the years leading up to the Civil War.

• North: Economy stimulated by free wage laborers working manufacturing jobs in factories. The North was growing more rapidly than the south.

• South: Enslaved labor working on plantations

• Free Soil Party: free laborers could not compete with slave labor.

• Abolitionists: Minority in the North. Whites and free blacks.

• Uncle Tom’s Cabin: spread the moral issue of slavery, and added to the abolitionist movement by showing northerners the horrors of the peculiar institution.

  • The South was against it as it went against their claims that slavery was a positive good. They tried to ban it

• Frederick Douglas

• The Liberator

• Underground Railroad: helped free slaves

• John Brown: wanted to start a slave uprising. He organized a raid at Harpers Ferry. He was ultimately tried and given the death sentence.

  • He became a martyr for the abolitionist movement and showed the extreme division that slavery was causing, drifting further and further away from the possibility of compromise.

  • Southerners saw the raid as an abolitionist plan to start a race war.

Unit 5: Learning Objective G Explain the political causes of the Civil War.

• Westward expansion

• Failure of compromise

• Kansas-Nebraska Act

  • Repealed the MO Compromise which was seen as an untouchable compromise between North and South. Enraged Northerners.

  • Split the territory above the 36/30 line into the Kansas territory and the Nebraska territory.

  • Established Popular Sovereignty in Kansas

  • Led to Bleeding Kansas: essentially a mini Civil War. Showed the tensions between North and South descending into violence that compromise was no longer able to solve.

  • Lecompton Constitution 1855: Pro slavery Missourians and Anti slavery Kansas settlers set up two rival legislators in Kansas when it came time to make the vote on slavery. Franklin Pierce recognized the pro slavery government as legitimate and the anti slavery government as fraudulent.

  • FAILURE of compromise!!!

• Dredd Scott v. Stanford SC Case:

  • Dredd Scott was a slave who had been living in Illinois which was a free state. He sued for his freedom on the basis of living in free territory.

  • The Supreme Court ruled that 1) Slaves were property and not citizens and therefore did not have the right to sue; 2) The Federal Government did not have the right to take away people’s property, and therefore could not take away people’s slaves in a free state.

• The Whigs divided into

  • Conscience Whigs

  • Cotton Whigs

• The Democratic party was gaining strength as a regional proslavery party

• Republican party formed in 1854

  • Former Know-Nothings

  • Abolitionists

  • Free Soilers

  • Conscience Whigs

  • Against the spread of slavery, but Southerners saw them as abolitionists

• Freeport Doctrine: During a debate between Democrat Stephen Douglas and Republican Abraham Lincoln in the campaign for senator of Illinois, Lincoln posed the question: If Dred Scott ruled that slavery was permitted in any state, did this ruling trump popular sovereignty? Douglas argued that popular sovereignty was supreme.

Unit 5: Learning Objective H Describe the effects of Lincoln’s election.

• Southerners thought an election of a Republican in 1860 meant the end of slavery.

• Stephen Douglas v. Abraham Lincoln

  • Lincoln was a free soiler, emphasizing he was not an abolitionist.

• Northern Democrats

  • Stephen Douglas

  • Wanted slavery question answered by popular sovereignty

• Southern Democrats

  • John Breckenridge

  • Wanted slavery in the new territories protected by federal slave code

  • Once they became states would then decide by popular sovereignty

• Democratic division led to Lincoln’s election in 1860.

  • Showed the South they did not have too much power, since Lincoln won the election even without electoral votes from the South.

  • Led to secession

• Causes of secession

  • Saw the election of Lincoln as a sign of abolition of slavery and recognition that the races were created equal

  • Saw anti slavery as an exclusion of the south and a violation of states’ rights.

Unit 5: Learning Objective I Explain the various factors that contributed to the Union victory in the Civil War

• South

  • Defensive war

  • Better military leadership

• North

  • 4x Southern population

  • Better navy

  • Controlled banks, manufacturing, railroad

  • Well-established central government

• The North rapidly mobilized its economy and manufacturing.

• The Southern economy faltered with naval blockades.

• The South could not enforce its war tax

• NYC Draft Riots (1863): Protest of the Union draft and the fact that the wealthy could buy their way out of fighting for $300; “rich man’s war and poor man’s fight”

  • Showed Northern division over the war on the homefront

• Fort Sumter (1860): SC cut off supply lines to the fort from the North. Lincoln announced that he would send provisions to the Union troops trapped there. The South fired on the Union supply ships. This started the war officially

• Battle of Bull Run: Stonewall Jackson led Confederate troops to victory over the inexperienced Union Soldiers. Showed the North that the war would not be an easy victory.

• Anaconda Plan: North relied on naval blockades to split the Confederacy in half

• Southern Strategy:

  • Get European Aid

  • Tire out the North

  • The South believed that Europe would rely on their cotton and help them

• Union Leadership

  • Ulysses S. Grant (unconditional surrender)

• Emancipation Proclamation (1862):

  • Freed enslaved people in rebelling states beginning January 1st, 1863.

  • Did not free slaves in border states

  • More intended as a military strategy than a moral proclamation.

  • However, it changed the scope of the war from preserving the Union to abolition, giving the North a moral cause to fight for.

  • Enslaved workers in the Confederacy escaped plantations and fled to Union lines. Some took up arms to fight for the Union cause.

  • Closed the door on British involvement

• Battle of Vicksburg: Accomplished the plan of cutting the confederacy in half

• Sherman’s Raid: Sherman led a march from Atlanta to Savannah, GA, destroying everything in his path: infrastructure, railroads, burned down cities and crops.

  • Showed Northern military superiority and demoralized the South.

• Appomattox Courthouse: Lee surrendered to Grant, ending the Civil War.

Unit 5: Learning Objective J Explain how Lincoln’s leadership during the Civil War impacted American ideals over the course of the war

• Gettysburg Address (1863)

  • Unify the nation

  • Portray the struggle against slavery as the fulfillment of America’s founding democratic ideals.

Unit 5: Learning Objective K Explain the effects of government policy during Reconstruction on society from 1865 to 1877.

• Debates over whether the South should be treated with leniency or as a conquered foe

• 10% Plan: establish a minimal test of political loyalty for Southern states to return to the Union.

  • Could reestablish their state governments if 10% of the 1860 electorate pledged loyalty to the Union.

  • State legislature had to ratify the Thirteenth Amendment abolishing slavery.

  • Lincoln was assassinated before the plan could take effect. Andrew Johnson became president

• Black Codes: restricted the freedom of freedmen and forced them to work for low wages.

• Radical Republicans wanted to punish the South. Congress wanted to handle reconstruction

  • Freedmen’s Bureau: helped aid freedmen by providing basic needs and education

  • Civil Rights Act (1866): protected freedmen citizenship and gave equal protection under the law.

  • Johnson vetoed both

• 14th Amendment: All persons who were born or naturalized in the United States were citizens of the United States and that every citizen enjoyed equal protection of the laws on state level.

• Reconstruction Act (1867):

  • Divided the South into five military districts with federal troops

  • Required states to ratify the 14th Amendment and add a provision for universal male suffrage to their state constitutions

• Tenure of Office Act: Made it illegal for the president to fire a member of his cabinet without Congressional approval.

  • To test it out, Johnson fired a member of his cabinet

  • As a result, he was impeached by Congress

• 15th Amendment: granted voting rights to freedmen

  • Debates over the amendment among women split the women’s rights movement into two groups

  • National Woman Suffrage Association (NAWSA)

  • American Woman Suffrage Association

Unit 5: Learning Objective L Explain how and why Reconstruction resulted in continuity and change in regional and national understandings of what it meant to be American.

• Southern society and economics barely changed after the war.

• Black people established schools, colleges, and were elected into state governments

• Sharecropping: replaced plantation labor of slavery. Land owners provided seed and farm supply to the worker in exchange for part of the harvest. Kept black workers in debt and prevented them from economic gains. Southern attempt to recreate slavery.

• KKK: White supremacist terrorist group formed to intimidate black people from exercising their rights. Burned buildings, homes, and controlled local politics through intimidation. Lynched black people who tried to exercise their rights.

• Black codes

  • Prohibited black people from taking out loans, testifying against white in court

  • Segregation

• Compromise of 1877

  • Election 1866 Sam Tilden v Rutherford B Hayes hotly contested

  • SC, LA, and FL

  • Democrats agreed to concede the election to Hayes

  • Republicans agreed to remove federal troops from the South in exchange.

  • Ended reconstruction. Democrats returned to dominance in the South.

• More northerners were concerned with industrial development than they were with the South, and they lost passion for reform.

Unit 5: Learning Objective M Compare the relative significance of the effects of the Civil War on American values.

Unit 6: Learning Objective B Explain the causes and effects of the settlement of the West from 1877 to 1898.

• Mechanization of agriculture:

  • McCormick Reaper and Combine Harvester helped increase crop yield such as wheat and corn

  • Small farmers became obsolete.

  • Prices of crops decreased

• Farming underwent a drastic change to the benefit of mechanized farmers and the detriment of small farmers.

• Farmers were having trouble buying goods, with industrial trusts making sure prices stayed high. Farmers relied on these goods, but were having trouble paying for them.

• Farmers relied on railroads to ship their crops, but railroads were raising prices.

• Granger Movement

  • Pushed for “Granger laws” regulating railroad rates and making abusive corporate practices illegal

  • Interstate Commerce Act (1886): required reasonable railroad rates and established a federal agency to enforce it.

• Federal government subsidized railroad construction

  • Pacific Railroad Act: the government gave large land grants to railroad companies for construction.

  • Transcontinental railroads made Westward migration easier

• Homestead Act (1862): granted families 160 acres of free land in the west if they were willing to develop it for 5 years.

  • 160 acres was not nearly enough to make a living, so many of the farms went bankrupt.

• Gold and silver discoveries in the west during the 1860s

  • Boomtowns (Denver, Boulder, etc): ended up being very diverse.

Unit 6: Learning Objective C Explain how various factors contributed to continuity and change in the “New South” from 1877 to 1898.

• Henry Grady: envisioned a future for the south based on economic diversity, industrial growth, and laissez faire capitalism.

  • Southern cities began industrializing and building railroads

  • Only took hold in some states, Most of the South remained agricultural.

  • Sharecropping

• Plessy vs Ferguson (1896): Homer Plessy challenged LA train car segregation laws. SC ruled that separate but equal was constitutional.

  • Segregation spread through Southern society in Jim Crow Laws.

  • Black people forbidden to serve on juries or run for public office

  • Lynchings mobs intimidated black people.

• Ida B. Wells: editorialized the issue of lynching in the South in her newspaper.

• Henry Turner: founded the international migration society which funded the migration of black Americans to Liberia

• Booker T Washington: argued that black people should build economic mobility first which would lead to social and political mobility. Deemed impractical because of the obstacles to economic mobility for black people in the south

• WEB Du Bois: Founded the NAACP and focused on helping black people build social and political rights.

Unit 6: Learning Objective D Explain the effects of technological advances in the development of the United States over time.

• Changes from industrialization

  • Prior to industrialization, Americans made things either to use themselves, or sell locally or regionally

  • During this period, Americans began mass-producing goods to be sold all over the world

• Railroad: Made the east and the west easily accessible to each other, creating national market for sales, causing mass production and mass consumption.

  • Gov. subsidies to railroads

• Bessemer process made better quality steel, enabling larger quantity and quality of steel.

• Greater access to coal and oil

  • Coal was the first major energy source for industry, later surpassed by oil.

• Telegraph: allowed easier communications between America and Europe, creating an international market for goods.

  • Telephones

Unit 6: Learning Objective E Explain the socioeconomic continuities and changes associated with the growth of industrial capitalism from 1865 to 1898.

• Small businesses became obsolete while railroad, steel, oil, etc. trusts dominated the industries.

• Rockefeller: made shrewd business moves that forced his opponents to sell their businesses to him, eliminating his competition.

  • Horizontal integration

• Carnegie: vertical integration; acquiring complementary industries to one business

• Business leaders wanted to expand markets overseas to Latin America; Context for imperialism.

• Laissez Faire government; trust leaders bribed and corrupted political leaders

• Unskilled labor: immigrants, women, children would work for lower wages

• Social Darwinism: strong businesses dominate weak businesses

• Gospel of Wealth: the wealthy have a duty of philanthropy

• Captains of Industry v Robber Barons

  • Showed conflicting perspectives on the rise of trusts.

• Gap between wealthy business owners and lower classes widened

  • Conspicuous consumptions

• Poverty increased, wages dropped.

• Prices on common items decreased with mass production; wages were low but relatively higher than before; facilitated mass consumption among the middle class

  • Wealth gap grew, but standards of living rose

• Working conditions were difficult.

• Labor Unions: Political action, Slowdowns, Strikes

• Strikes

  • Great Railroad Strike (1877), railroad companies cut wages, workers went on strike; violence broke out; Hayes sent troops; resulted in business leaders hearing the grievances of workers and negotiating.

  • Pullman Strike: Union leaders jailed

• Knights of Labor: opened up ranks to diverse laborers

  • Wanted destruction of trusts and monopolies, and the abolition of child labor

  • Haymarket Square Riot: KL protested peacefully, but someone bombed the square, but it was blamed on KL, hurting the sentiment on LU

• AFL: Association of skilled workers

  • Wanted higher wages and better working conditions

Unit 6: Learning Objective F Explain how cultural and economic factors affected migration patterns over time.

• New immigrants; Eastern and Southern Europe, due to poverty and unemployment, religious persecution

  • Settled in industrial cities, seeking economic opportunity; increased diversity in the workforce

  • Chinese immigrants came to industrial cities

• Industrial cities were made of the working class and poor

  • Lived in tenements, bad conditions, disease, etc

  • Ethnic enclaves: Catholic churches, synagogues, restaurants, etc. helped preserve immigrant culture.

• Black people began moving west to flee segregation and the KKK

  • Colored Relief Board

  • Kansas Freedmen’s Aid Society

  • Black homesteaders remained in destitution.

Unit 6: Learning Objective G Explain the various responses to immigration in the period over time.

• Debates over how to handle immigration

  • American national identity

• Immigrants partially assimilated and partially held on to their culture

• Nativism: a policy of protecting the interests of native born folks over against the interests of immigrants

  • Henry Cabot Lodge: advocate for nativism

  • American Protective Association: against catholics

• Labor Unions opposed immigrants because it hurt their power to negotiate with manufacturers

• Social Darwinism: believed immigrants were racially inferior and shouldn’t assimilate

• Chinese immigrants helped construct railroads and do hard labor. They were blamed for the Panic of 1873 in CA

  • Chinese Exclusion Act (1892): prohibited Chinese immigration.

• Settlement Houses- Jane Addams; Hull House

  • Help immigrants assimilate, taught them english, early childhood education, taught democratic ideals, given recreation

Unit 6: Learning Objective H Explain the causes of increased economic opportunity and its effects on society.

• Corporation structure:

  • Executives

  • Managers (white collar workers); emerged in the Gilded Age

  • Laborers

• White collar work increased; women filled many of these roles and began earning wages. This caused the Middle Class.

  • Increased leisure time and consumerism

  • Circuses, Coney Island

• Philanthropy– Gospel of Wealth

  • Goal was to decrease wealth gap and use money to create opportunities

  • Invested in libraries, universities, etc.

  • Created some economic opportunity for the poor to become middle class.

Unit 6: Learning Objective I Explain how different reform movements responded to the rise of industrial capitalism in the Gilded Age.

• Unskilled laborers had low wages and dangerous working conditions and long hours.

• Henry George- Single Tax: wanted to tax the rich more

• Socialism: All the means of production in a society should be owned and regulated by the community and benefit everyone more or less equally

  • Gained traction in the Gilded Age

  • Socialist Party of America

• Social Gospel: Christian principles ought to be applied not merely to one’s self, but to cure the ills of society as well

  • Protestants advocated for the poor.

• Women’s suffrage

  • NAWSA advocated for suffrage

• Temperance

  • WCTU advocated temperance

  • ASL

  • Immigrants brought in alcohol

Unit 6: Learning Objective J Explain continuities and changes in the role of the government in the U.S. economy

• Laissez Faire capitalism and government regulations.

• Business leaders eliminated competition

• Panic of 1893: Government barely aided it

• Interstate Commerce Commission: underfunded and relatively unsuccessful

• Business leaders worked with Republican politicians to imperially secure markets overseas; Context for imperialism and annexation of Hawaii

• Open Door Policy: advocated for open trading rights in ports in China

• Government got involved in economics when it boosted business, but not to regulate it.

Unit 6: Learning Objective K Explain the similarities and differences between the political parties during the Gilded Age.

• Government corruption

• Democrats:

  • Mostly southerners

  • States rights and segregation

  • Votes from big city political machines and growing immigrant population

• Republicans

  • Northern

  • Industrialist

  • Votes from black people, middle class businessmen, Protestants

• Neither party had a strong agenda; patronage rose

• Civil Service was an issue with the rise of patronage (similar to Jackson Spoils System)

  • James Garfield assassination occurred when Garfield would not give someone a job

  • Pendleton Act: replaced patronage with a competitive examination. Faded out when parties began receiving funding from wealthy people

• Gold Standard: government would only print the amount of paper currency that was backed by the gold in their vaults

  • Decreased inflation

  • Farmers supported inflation because they could take out more loans at lower interest. They also wanted unlimited coinage of silver.

• Tariffs

  • Much of the federal government’s budget was funded by tariff revenue

  • Civil War tariff levels stuck through the Gilded Age

  • Financial burden on majority of consumers, especially farmers

  • Nations enacted retaliatory tariffs on American goods, making it harder for farmers to sell crops

  • Consumers could not buy imported goods that they wanted.

• Populist Party– Omaha Platform

  • Direct election of senators

  • Use of initiatives and referendums which allowed the people to propose and vote on legislation

  • Unlimited coinage of silver

  • Graduated income tax

  • Eight-hour work day

• Election of 1896– Democratic party took up Populist platforms

• Political machines– Tammany Hall

  • Aided immigrants and helped them in exchange for votes.

Unit 6: Learning Objective L Explain the extent to which industrialization brought change from 1865 to 1898

Unit 7: Learning Objective B Explain the similarities and differences in attitudes about the nation’s proper role in the world.

• Imperialism: The expansion of one country’s political, economic, and military influence over another country

  • Purchase of Alaska- America’s first imperialist act.

• America spread through the whole mainland, then looked to gain land overseas.

• Imperialists:

  • Wanted the U.S to expand for access to raw materials

  • New markets for American goods

  • Social Darwinism (strong countries over weak countries)

  • Racial beliefs that the Anglo Saxon race was superior and had a duty to spread Christianity abroad

  • Influence of Sea Power: argued that a robust navy was the key to global power and securing foreign markets. Influenced Congress to expand the navy.

• Anti-imperialists

  • Pro Self Determination

  • Isolationist

  • Racial arguments: argued that the Constitution should follow the flag. Against non white nations having standard American rights.

Unit 7: Learning Objective C Explain the effects of the Spanish–American War.

• Industrialists and politicians wanted to acquire Cuba.

• Yellow Journalism: competing newspapers published stories sensationalizing the conflict between the Spanish and Cubans. Exaggerated Spanish atrocities and convinced Americans that they needed to intervene.

  • USS Maine Explosion was blamed on the Spanish by yellow journalists.

  • Caused the Spanish-American War.

• America won easily, launching it into imperialism in Latin America.

• Cuba gained tentative independence

  • Platt Amendment: allowed the U.S to intervene in Cuba if American economics were threatened. Made Cuban independence difficult

• Annexation of the Philippines

  • Emilio Aguinaldo led the Filipino rebellion which lasted 3 years. The U.S controlled the Philippines until after WWII.

• Annexation of Hawaii (1898)

• Open Door Policy: America held on to trading rights in China.

Unit 7: Learning Objective D Compare the goals and effects of the Progressive reform movement.

• Progressive Causes

  • Growing power of big business

  • Uncertainties in the economy

  • Increasingly violent conflicts between labor groups and their employers

  • Political machine power

  • Jim Crow segregation

  • Women’s suffrage

  • Temperance

• Progressives believed that society, on some level, was deteriorating and the only cure was significant government intervention.

  • Societal change through government intervention

• Muckrakers: sought to expose and raise awareness of societal corruption to inspire change.

  • The Jungle-Upton Sinclair: exposed unsanitary conditions of the meat packing industry. Led TR to pass the Meat Inspection Act and Pure Food and Drug Act.

  • Ida Tarbell: exposed Standard Oil

  • How the Other Half Lives-Jacob Riis: exposed the living conditions of the urban poor in tenements.

• Expansion of democracy

  • Secret Ballot: reformed political machines

  • Referendum: voters themselves could vote on the adoption of proposed laws

  • Initiative: voters could require legislators to consider a bill that they chose to ignore

  • Recall: a way to remove a corrupt politician before their their term was complete

  • Direct election of senators (17th Amendment): reformed government corruption of big business

  • Change!! From the Gilded Age

• 18th Amendment (prohibition)

  • ASL and WCTU

• 19th Amendment (women’s suffrage)

• W.E.B Dubois– Niagara Movement: met to plan protests and other acts to secure rights for black people.

• NAACP: goals were to abolish segregation and expand education for black children

  • Barely acknowledged by the progressive agenda.

• Teddy Roosevelt– Square Deal

  • Anthracite Coal Strike: TR refused to take a side and instead met with both laborers and business owners to negotiate a deal. Forced business leaders to listen to labor demands.

  • Trust Buster–Sherman Antitrust Act: distinguished between good and bad trusts

  • Consumer protection: PFDA, MIA

  • Conservation: Forest Reserve Act, National Park system

Unit 7: Learning Objective E Compare attitudes toward the use of natural resources from 1890 to 1945

Unit 7: Learning Objective F Explain the causes and consequences of U.S. involvement in World War I.

• Allied vs Central Powers

• U.S tried to remain neutral

• Lusitania: U.S passenger ship that was sunk by the Germans when it entered the German war zone. Killed 128 Americans

  • U.S tried to remain neutral, but Germany continued sinking ships.

• Unrestricted submarine warfare: German started sinking all ships that entered the war zone

• Zimmerman Telegram: Germany asked Mexico to join the war against the U.S in return for regaining the Mexican Cession territories. Interception of the telegram launched the U.S into WWI in 1917.

  • Wilson framed the war as making the world safe for democracy.

• The U.S played a limited role in the war, but helped the Allies win.

• Treaty of Versailles: Punished Germany with disarmament and heavy reparation taxes. Established the League of Nations, but America refused to join, weakening the League and playing a role in the beginning of WWII.

• 14 points:

  • Freedom of seas

  • Self-determination of nations

  • League of Nations: worldwide representative body where countries could negotiate their problems instead of going to war.

• Congress saw LN as an entangling alliance and refused to ratify the TV.

Unit 7: Learning Objective G Explain the causes and effects of international and internal migration patterns over time.

• WWI was a total war: when a country mobilizes much of its economic, industrial, and social resources in order to win the war. U.S WWI mobilization:

  • War Industries Board: coordinated wartime industries to ensure productivity

  • Food Administration: regulated food for soldiers and at home

• People migrated to industrial cities for wartime production,

• People resisted the draft and war mobilization

  • Espionage & Sedition Acts: made it illegal to oppose the war, draft, or be publicly disloyal to the war effort

  • Schenck v U.S: ruled that speech that interfered with national security (anti draft speech) was not protected by the 1st Amendment. Upheld the Espionage Act.

• Red Scare: fear of communism spreading to the U.S after WWI after the Bolshevik revolution

  • Palmer Raids: Mass arrest and deportation of socialists, labor union leaders, radicals, etc.

  • Led to further immigration restrictions.

  • Emergency Quota Act: set immigration quotas very low (Eastern & Southern Europe, Asia)

• Great Migration: Southern black population migrated to Northern industrial cities to escape segregation and get economic opportunities and civil rights.

  • Black migrants still experienced discrimination in the North

  • Tulsa Race Riots: began when a white woman accused a black man of assaulting her. A mob assembled to lynch him, but an opposing mob resisted, and a riot broke out, destroying black neighborhoods.

Unit 7: Learning Objective H Explain the causes and effects of the innovations in communication and technology in the United States over time.

• Henry Ford– Model T: used the assembly line to facilitate mass production of cars, making it cheaper and turning cars into a basic American good.

  • Roads were constructed and cities were built around cars

• Mass production of toasters, radios, cars, etc. caused a rise in consumerism. Americans were buying on credit.

  • Advertising industry rose. Used emotional appeals to market goods

• Pop culture– Radio & cinema

  • Radios broadcasted entertainment.

  • Movies spread mass culture.

  • Emphasized regional and cultural differences between different races and ethnicities. Black Americans were excluded from the media. Caused the Harlem Renaissance.

Unit 7: Learning Objective I Explain the causes and effects of developments in popular culture in the United States over time.

• Most Americans lived in cities.

• Women in cities had more job opportunities in teaching and nursing.

• Flappers: symbol of women’s liberation

• Immigrants continued to face nativism after WWI.

  • Job competition, racial and cultural anxieties.

• Great Migration: Black people settled in Harlem

  • Harlem Renaissance: renewal of the arts and intellectual pursuits of the urban black population; jazz music, poetry, etc

• Lost Generation: Hemingway, F Scott Fitzgerald; criticized 20’s American consumerism post WWI.

• Urban v. rural clashes

  • Modernists: urban areas; embraced new ideas; believed in evolution.

  • Fundamentalists: rural areas; condemned new ideas; strict interpretation of the Bible; did not believe in evolution.

  • Scopes Monkey Trial: HS science teacher JT Scopes in Dayton Tennessee was prosecuted for teaching evolution to his students. Scopes was convicted, but it resulted in Modernism triumphing over Fundamentalism culturally.

Unit 7: Learning Objective J Explain the causes of the Great Depression and its effects on the economy.

• Black Tuesday 10/29/1929: Stock Market Crash started the Great Depression

• Farm overproduction combined with the Hawley-Smoot Tariff put farmers in debt

• Stock market was inflated due to speculation (buying on credit). People lost the value of their stock purchases and could not pay them back

• Poverty and mortgages rose

  • Hoovervilles: shanty towns built by people who lost their homes

• Herbert Hoover was laizess faire and did nothing to aid the depression.

Unit 7: Learning Objective K Explain how the Great Depression and the New Deal impacted American political, social, and economic life over time.

• FDR elected in 1932, promising a New Deal for the American people with heavy government intervention.

• The U.S was transformed into a limited welfare state

• New Deal

  • Relief for the unemployed

  • Recovery for businesses

  • Reform the economy

• Relief for unemployed

  • Public Works Administration (PWA)

  • Tennessee Valley Authority (TVA)

  • Civilian Conservation Corps (CCC)

• Recovery for businesses

  • National Industrial Recovery Act- agreed on codes between business leaders and laborers. Minimum wage, working hours, price regulation.

• Reform of economic institutions

  • Glass-Steagall Act: limited the ways banks could invest money. Ensured 25% interest.

  • Federal Deposit Insurance Corporation (FDIC)

  • Securities and Exchange Commission (SEC): regulated the stock market making it more like a market than a casino.

  • Social Security Act (SSA): provided a safety net of income for workers over 65 paid for by income tax.

• The New Deal as a whole transformed the United States into a limited welfare state and seriously expanded the aims of modern American liberalism.

  • Liberals thought the New Deal wasn’t enough. Conservatives thought it was too much federal overreach.

• The conservative SC repealed some New Deal legislation. FDR thought this was against the will of the people.

  • Court Packing Plan: FDR’s proposal to appoint a new SC justice for every one that wouldn’t retire after 70.

  • Controversial because it was an abuse of checks and balances and straying towards dictatorship.

• The New Deal fostered a long-term realignment of black people, immigrants, and the working class, to the Democratic party.

Unit 7: Learning Objective B Explain the similarities and differences in attitudes about the nation’s proper role in the world.

• Isolationism thrived after WWI.

  • Caused a raise in tariffs

  • The Kellogg-Briand Pact signed by U.S tried to make war illegal.

• In the 1930s, Mussolini, Hitler, and Imperial Japan rose. Americans were concerned about fascism.

  • 1931: Japan invades Manchuria

  • Germany invaded the Rhineland, Austria, and Czechoslovakia.

  • Italy took over Ethiopia.

  • 1939: WWII began when Hitler invaded Poland

• Americans wanted to remain neutral to avoid WWI casualties and European conflict

• Interventionists thought isolationism was foolish in the age of submarines and airplanes.

• FDR WWII intervention

  • Cash and Carry: Roosevelt persuaded Congress to pass a looser Neutrality Act that allowed any belligerent in the war to purchase armaments from the U.S as long as they paid cash and used their own ships to transport them.

  • Lend-Lease Act (1941): Allowed Britain to obtain the arms they needed from the U.S on credit.

• 12/7/1941: Pearl Harbor caused the U.S to enter WWII.

Unit 7: Learning Objective L Explain how and why U.S. participation in World War II transformed American society

• Federal spending increased for war mobilization

• Industrial war mobilization pulled the U.S out of the Great Depression.

  • War Production Board

  • Office of War Mobilization

  • The government paid businesses to produce munitions.

• Labor shortages caused by the draft, caused propaganda campaigns to convince women to join the workforce.

  • In WWI, women were discouraged from industrial work. In WWII, women were encouraged to work.

• Black Americans participated in the war effort to put Civil Rights on the national agenda and raise their status at home

  • Double V Campaign: encouraged black Americans to fight for democracy both at home and abroad.

  • Black regiments remained segregated from white regiments.

• Bracero Program: allowed Mexicans to come to the U.S to do agricultural work without standard immigration restrictions.

• Selective Training and Service Act: first peacetime draft in U.S history

• Japanese Relocation– Executive Order 9066: Japanese Americans were associated with Pearl Harbor and forced into internment camps on the basis of being potential spies. Their personal property was also confiscated.

  • Korematsu v U.S: SC ruled Exec Order 9066 constitutional. It was an example of national security trumping civil rights during global conflict, similar to Schenck v United States.

Unit 7: Learning Objective M Explain the causes and effects of the victory of the United States and its allies over the Axis powers.

• Battle of Midway was an important U.S victory that helped it get to Japan.

• Island Hopping: Military strategy used by the U.S on the Pacific front to get to

Unit 7: Learning Objective N Explain the consequences of U.S. involvement in World War II

• The U.S emerged one of the most powerful nations on earth, along with the USSR

• Communism was the main concern in post WWII world affairs.

  • Yalta Conference: decided on joint occupation of Germany by the French, Americans, British, and Soviets. Also gave Germany free elections.

  • After WWII, Stalin claimed a sphere of influence in Eastern Europe as a buffer zone between the Soviets and Germany.

• United Nations: goal was to prevent future wars. Successful version of the League of Nations because the U.S joined

Unit 7: Learning Objective O Compare the relative significance of the major events of the first half of the 20th century in shaping American identity